Lesson Title: Photosynthesis in History, Pigments, and Light Spectrum
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation). LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard A: Science as Inquiry
o Design and conduct scientific investigations.
o Formulate and revise scientific explanations and models using logic and evidence
o Recognize and analyze alternative explanations and models. Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
In this lesson, students will be researching, in groups, an assigned scientist who contributed to understanding how plants carry out photosynthesis. They will fill present their findings to the class and the other students will record the information in a graphic organizer. Students will be refreshed with the equation for photosynthesis in order to discuss the fact that a plant needs light and how a plant absorbs light. This includes the discussion of chloroplasts and chlorophyll.
Opportunities to Learn:
Depth of Knowledge
Level 2 Comprehension:
Students will discuss where does the tree's increase in mass come from? From the soil? From the water? From the air?
Students will discuss a graph by answering questions such as: what the axis' are, how does the color spectrum at the bottom relate to the graph itself, in what region does chlorophyll a absorb light best? what about chlorophyll b?
Level 4 Analysis:
Students will examine slides under a microscope.
Level 5 Synthesis:
Students will collect data from a variety of sources on the scientist they were assigned.
Students will formulate a story of photosynthesis.
I get it now. These are Bloom's levels, not Webb's. Fine.
Prerequisite Knowledge
Students should be familiar with the molecules: carbon dioxide, oxygen, and glucose. Also, students should have an idea of what the light spectrum looks like as well as what chloroplasts are as well as their function.
Plans for Differentiating Instruction
Students will be working in groups to research their scientists which will help students learn to communicate and work together towards a common goal. Students will also get a chance to work independently when researching their scientist.
Accommodations and Modifications
Students will receive graphic organizers which will help them stay on task during note taking as well as keep them organized when it comes time to review for the test.
Environmental Factors
Students will be working independently at their tables when taking notes. When we go down to the computer lab, students will work independently or in pairs. Groups for the scientist research project will be assigned by counting off.
Describe at least two experiments that provide evidence that plants carry out photosynthesis in the presence of sunlight.
Connect the role of each of the entities in photosynthesis (leaves of plants, chlorophyll, carbon dioxide, water, glucose, and oxygen), into a clear, coherent story about the process and its importance,
Describe the role of light and chlorophyll in photosynthesis.
Describe the structure and function of a chloroplast.
Instruction:
Opening:
Warm-up question: Question from the textbook. Research into photosynthesis began centuries ago where scientists were asking questions like "When a tiny seedling grows into a tall tree with a mass of several tons, where does the tree's increase in mass come from? From the soil? From the water? From the air?" Allow students to think and record their answers in their notebooks. Then review some student's responses and putting them on the overhead/chalkboard. Reaction to Reading: How did yesterday's reading strategy work for you? Was it helpful? Get reactions from students. Prompt students with questions about the reading if they have no reactions. At this time, we will only talk about student's reactions to the reading and tell them that we will address any questions they have during today's lesson. Write student's responses on the board so that we will be able to answer at the end of class. Question for the Day: What are some experiments that contributed to the understanding of how plants carry out photosynthesis? What is the role of light and chlorophyll in photosynthesis? How do plants take light and essentially make food (glucose)? Agenda:Write agenda on board and keep for entire lesson, checking things off as lesson proceeds. Research and present assigned scientists in assigned groups from previous day, Notes on light: wavelength, electromagnetic spectrum, chloroplast structure and function. Examine plant cells and chloroplasts using compound microscopes.
Engagement:
Restate Warm-Up Question: Research into photosynthesis began centuries ago where scientists were asking questions like "When a tiny seedling grows into a tall tree with a mass of several tons, where does the tree's increase in mass come from? From the soil? From the water? From the air?". Ask students to think about this question as they research their scientist. The students will then move to meet with their groups and will designate roles: everyone in the group will need to present one part of the graphic organizer and when possible (depending on the number of students in the group) the work should be divided evenly. The graphic organizer will have a designated space to write which student has which job after the students make that decision with their own group. The students may have trouble deciding who gets to present what material so I will be circulating the classroom to assist with this process. We will then proceed down to the computer lab to perform the research. Students will work independently or in pairs with students from their group. While the students are researching, they will be filling out a graphic organizer that includes questions and space for facts. The other side of the organizer will have designated spaces for the other scientists they hear about during the presentations from the other students. After students have finished their research on the computers we will head back up to the classroom and the groups will have a chance to meet and discuss their findings and fill out one graphic organizer with all their information as a group on it.While the groups are discussing their findings, I will be walking around asking questions related to their scientist and keeping them on task. Once the groups have compiled one graphic organizer, I will remind the students of the important points they must touch upon during their presentations and that the other students should be following along and writing information down on their graphic organizers. The students will present their findings and then turn in their graphic organizers as a form of assessment. After each presentation, I will encourage students to ask questions or give reactions to the presentation of the moment and then I will tie up any loose ends that I feel are important for that particular scientist. After all the presentations are made, students will evaluate their group members as far as effort, performance, and cooperativeness.
I will have students return to their seats and ask the students what the major things they found their scientists felt were important to photosynthesis (carbon dioxide, water, and LIGHT). I will start the notes by showing the equation for photosynthesis again (which I'm sure they will be sick of by this point). I will tell ask the students how plants use light to convert CO2 and H2O into O2 and glucose. After the class as a whole have shared their answers, I will proceed by giving the rest of the notes on how light travels to Earth and how the plants process it and turn it into energy. Prior to giving each part of the notes, I'll ask the students how they think a certain process occurs (How does light travel to Earth? How does the plant receive this light? etc.) Then after receiving student's reactions and thoughts, I will proceed with the notes. After discussing how light travels, we will discuss how the plant gathers the sun's energy (pigments). I will present the term chlorophyll and ask students if they know what chlorophyll is (they should have an idea from reading the text the previous night). I will go into chlorophyll a and b and then I will then put up Figure 8-5 from their textbook (absorption of light by chlorophyll a and chlorophyll b). We will discuss the graph (what the axis' are, how does the color spectrum at the bottom relate to the graph itself, in what region does chlorophyll a absorb light best? what about chlorophyll b?. I'll ask students where chlorophyll is in a plant (in the leaf-->CHLOROPLASTS). At this time I'll present Mr. O'Malley's interactive online diagram. This diagram walks through the structure of leaf cell and progresses deeper into the chloroplast and then into the thykaloids, and eventually into photosystems (I will stop the animation before photosystems and show the animation again once we get to photosystems).As the animation proceeds, I will pause and play it often to describe the process and key structures. While students are watching the animation, I will provide them with a picture of a plant cell and chloroplast that has blank lines where the students can fill in the names of the structures as they watch the animation.
I will replay the animation until I feel that the students understand how chloroplasts play into photosynthesis and what their structure is. To see if students are knowledgeable of these things, I will ask for volunteers to 'remind' me of what happens at each step and what the various structures are before I click the button that will start the animation.
At this time, I will have students begin their story of photosynthesis. I will hand out a graphic organizer that will have 3 spaces to write different versions of the story. This will be student's first versions of the story of photosynthesis. I will tell them to write out the story (process) of photosynthesis using as much information as we have covered so far. They will be able to use their notes and talk to the person next to them if they desire to do so. On the board, I will have a reminder of what needs to be in the story: sun/sunlight, ATP, carbon dioxide, water, glucose, oxygen, chloroplasts, chlorophyll [a and b], thykaloids, stroma, granum. I will also let the students know that we will be writing 2 other versions of the story of photosynthesis as we learn more about the process. The students will hand in their stories and I will tell them that they will be returned when we will write our second version. At this point, I will explain to students that we will now see what a real plant cell and chloroplast look like using compound microscopes. The students will work in pairs and examine 2 slides: one of a plant cell and one of a chloroplast. As they look at the plant cell I will tell them to take out their lab notebooks and make drawings of their observations and label them using the textbook while their partner is observing. Once their observations are finished, We will draw 2 pictures, one of the plant cell and another of a chloroplast. I'll call on students to help to fill in structures in the drawings based on their drawings. I will ask questions based on what they observed: What color were the thykaloids, if visible, if not, what color do you think they are? green, Why do you think they are this color? absorb red and blue wavelengths but not in green, so we perceive it as green. While your first lesson might have been a little think, I think this lesson will take two days because you have students research then discuss then share.
Closure:
Take Away Points: At this time I will pass out a 3,2,1 slip. This slip will prompt students to write down 3 important terms or ideas to remember from today's class, 2 ideas or facts they would like to know more about, and 1 concept, process, or skill they think they have mastered. After students have had time to fill these out independently, I will have a blank slip on the overhead and ask students to share their responses and I will essentially create a "master" 3,2,1 slip that students can write down other students ideas from as we review the important concepts and questions from today. This will be collected as another form of assessment. Answer to Question for the Day: What are some experiments that contributed to the understanding of how plants carry out photosynthesis? What is the role of light and chlorophyll in photosynthesis? How do plants take light and essentially make food (glucose)? Review these questions with students probing them with questions until they can work their way to the answers. Pre-Reading Strategy and Homework: Read pages 209-211. Strategy to Read: Title and Heading Predictions-- As students prepare to read the text silently, the teacher could demonstrate ways to prepare for reading. Before reading, the teacher could walk them through the chapter, demonstrating specific study skills. Model--“Here is what I do as I prepare to read a chapter. I look at the chapter title. What is it? I then ask myself what kinds of things might be included in this chapter and I make a prediction about what I think I might learn. Next, I read all the sub-headings, asking the same question.As I walk through the chapter, I look at pictures, graphs, tables, and charts. I read the captions under all of these. When I have completed my initial survey of the chapter, I ask myself questions I might have about the topic. Now, I go back and read. At the end of each section, I stop and ask what I have learned, what is beginning to make sense, and what connections can I make? This strategy is detailed and in order for students to remember this I will show an excerpt from the text (from the section of text they will need to read that night) and model how to do this strategy. I will also always allow students to copy down the strategy from the overhead where I will present the strategy for that day and remind them that it will be posted online on Mr. O'Malley's website.Homework will be assigned when I go over what tomorrow's plan will be. Tomorrow's Plan: I will explain the chromatography lab that students will be doing the next day. I will hand out a copy of the lab and the purpose, hypothesis, procedure and a copy of the data table will be assigned for homework. I will help students set up their notebook by having a sample blank notebook filled out on the overhead showing them the structure of how their notebook should look.
I like how you are establishing a ritual for opening and closing class.
Assessment:
Scientist Graphic Organizer
Story of photosynthesis: Version 1
Lab Notebook Drawings of Plant Cell and Chloroplast
Lesson Plan
Return to Unit Plan
Lesson Title: Photosynthesis in History, Pigments, and Light Spectrum
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard A: Science as Inquiryo Design and conduct scientific investigations.
o Formulate and revise scientific explanations and models using logic and evidence
o Recognize and analyze alternative explanations and models.
Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
In this lesson, students will be researching, in groups, an assigned scientist who contributed to understanding how plants carry out photosynthesis. They will fill present their findings to the class and the other students will record the information in a graphic organizer. Students will be refreshed with the equation for photosynthesis in order to discuss the fact that a plant needs light and how a plant absorbs light. This includes the discussion of chloroplasts and chlorophyll.Opportunities to Learn:
Depth of Knowledge
Level 2 Comprehension:- Students will discuss where does the tree's increase in mass come from? From the soil? From the water? From the air?
- Students will discuss a graph by answering questions such as: what the axis' are, how does the color spectrum at the bottom relate to the graph itself, in what region does chlorophyll a absorb light best? what about chlorophyll b?
Level 4 Analysis:- Students will examine slides under a microscope.
Level 5 Synthesis:I get it now. These are Bloom's levels, not Webb's. Fine.
Prerequisite Knowledge
Students should be familiar with the molecules: carbon dioxide, oxygen, and glucose. Also, students should have an idea of what the light spectrum looks like as well as what chloroplasts are as well as their function.Plans for Differentiating Instruction
Students will be working in groups to research their scientists which will help students learn to communicate and work together towards a common goal. Students will also get a chance to work independently when researching their scientist.Accommodations and Modifications
Students will receive graphic organizers which will help them stay on task during note taking as well as keep them organized when it comes time to review for the test.Environmental Factors
Students will be working independently at their tables when taking notes. When we go down to the computer lab, students will work independently or in pairs. Groups for the scientist research project will be assigned by counting off.Materials
Objectives:
Instruction:
Opening:
Warm-up question: Question from the textbook. Research into photosynthesis began centuries ago where scientists were asking questions like "When a tiny seedling grows into a tall tree with a mass of several tons, where does the tree's increase in mass come from? From the soil? From the water? From the air?" Allow students to think and record their answers in their notebooks. Then review some student's responses and putting them on the overhead/chalkboard.Reaction to Reading: How did yesterday's reading strategy work for you? Was it helpful? Get reactions from students. Prompt students with questions about the reading if they have no reactions. At this time, we will only talk about student's reactions to the reading and tell them that we will address any questions they have during today's lesson. Write student's responses on the board so that we will be able to answer at the end of class.
Question for the Day: What are some experiments that contributed to the understanding of how plants carry out photosynthesis? What is the role of light and chlorophyll in photosynthesis? How do plants take light and essentially make food (glucose)?
Agenda:Write agenda on board and keep for entire lesson, checking things off as lesson proceeds. Research and present assigned scientists in assigned groups from previous day, Notes on light: wavelength, electromagnetic spectrum, chloroplast structure and function. Examine plant cells and chloroplasts using compound microscopes.
Engagement:
Restate Warm-Up Question: Research into photosynthesis began centuries ago where scientists were asking questions like "When a tiny seedling grows into a tall tree with a mass of several tons, where does the tree's increase in mass come from? From the soil? From the water? From the air?". Ask students to think about this question as they research their scientist. The students will then move to meet with their groups and will designate roles: everyone in the group will need to present one part of the graphic organizer and when possible (depending on the number of students in the group) the work should be divided evenly. The graphic organizer will have a designated space to write which student has which job after the students make that decision with their own group. The students may have trouble deciding who gets to present what material so I will be circulating the classroom to assist with this process. We will then proceed down to the computer lab to perform the research. Students will work independently or in pairs with students from their group. While the students are researching, they will be filling out a graphic organizer that includes questions and space for facts. The other side of the organizer will have designated spaces for the other scientists they hear about during the presentations from the other students. After students have finished their research on the computers we will head back up to the classroom and the groups will have a chance to meet and discuss their findings and fill out one graphic organizer with all their information as a group on it.While the groups are discussing their findings, I will be walking around asking questions related to their scientist and keeping them on task. Once the groups have compiled one graphic organizer, I will remind the students of the important points they must touch upon during their presentations and that the other students should be following along and writing information down on their graphic organizers. The students will present their findings and then turn in their graphic organizers as a form of assessment. After each presentation, I will encourage students to ask questions or give reactions to the presentation of the moment and then I will tie up any loose ends that I feel are important for that particular scientist. After all the presentations are made, students will evaluate their group members as far as effort, performance, and cooperativeness.I will have students return to their seats and ask the students what the major things they found their scientists felt were important to photosynthesis (carbon dioxide, water, and LIGHT). I will start the notes by showing the equation for photosynthesis again (which I'm sure they will be sick of by this point). I will tell ask the students how plants use light to convert CO2 and H2O into O2 and glucose. After the class as a whole have shared their answers, I will proceed by giving the rest of the notes on how light travels to Earth and how the plants process it and turn it into energy. Prior to giving each part of the notes, I'll ask the students how they think a certain process occurs (How does light travel to Earth? How does the plant receive this light? etc.) Then after receiving student's reactions and thoughts, I will proceed with the notes. After discussing how light travels, we will discuss how the plant gathers the sun's energy (pigments). I will present the term chlorophyll and ask students if they know what chlorophyll is (they should have an idea from reading the text the previous night). I will go into chlorophyll a and b and then I will then put up Figure 8-5 from their textbook (absorption of light by chlorophyll a and chlorophyll b). We will discuss the graph (what the axis' are, how does the color spectrum at the bottom relate to the graph itself, in what region does chlorophyll a absorb light best? what about chlorophyll b?. I'll ask students where chlorophyll is in a plant (in the leaf-->CHLOROPLASTS). At this time I'll present Mr. O'Malley's interactive online diagram. This diagram walks through the structure of leaf cell and progresses deeper into the chloroplast and then into the thykaloids, and eventually into photosystems (I will stop the animation before photosystems and show the animation again once we get to photosystems).As the animation proceeds, I will pause and play it often to describe the process and key structures. While students are watching the animation, I will provide them with a picture of a plant cell and chloroplast that has blank lines where the students can fill in the names of the structures as they watch the animation.
I will replay the animation until I feel that the students understand how chloroplasts play into photosynthesis and what their structure is. To see if students are knowledgeable of these things, I will ask for volunteers to 'remind' me of what happens at each step and what the various structures are before I click the button that will start the animation.
At this time, I will have students begin their story of photosynthesis. I will hand out a graphic organizer that will have 3 spaces to write different versions of the story. This will be student's first versions of the story of photosynthesis. I will tell them to write out the story (process) of photosynthesis using as much information as we have covered so far. They will be able to use their notes and talk to the person next to them if they desire to do so. On the board, I will have a reminder of what needs to be in the story: sun/sunlight, ATP, carbon dioxide, water, glucose, oxygen, chloroplasts, chlorophyll [a and b], thykaloids, stroma, granum. I will also let the students know that we will be writing 2 other versions of the story of photosynthesis as we learn more about the process. The students will hand in their stories and I will tell them that they will be returned when we will write our second version. At this point, I will explain to students that we will now see what a real plant cell and chloroplast look like using compound microscopes. The students will work in pairs and examine 2 slides: one of a plant cell and one of a chloroplast. As they look at the plant cell I will tell them to take out their lab notebooks and make drawings of their observations and label them using the textbook while their partner is observing. Once their observations are finished, We will draw 2 pictures, one of the plant cell and another of a chloroplast. I'll call on students to help to fill in structures in the drawings based on their drawings. I will ask questions based on what they observed: What color were the thykaloids, if visible, if not, what color do you think they are? green, Why do you think they are this color? absorb red and blue wavelengths but not in green, so we perceive it as green.
While your first lesson might have been a little think, I think this lesson will take two days because you have students research then discuss then share.
Closure:
Take Away Points: At this time I will pass out a 3,2,1 slip. This slip will prompt students to write down 3 important terms or ideas to remember from today's class, 2 ideas or facts they would like to know more about, and 1 concept, process, or skill they think they have mastered. After students have had time to fill these out independently, I will have a blank slip on the overhead and ask students to share their responses and I will essentially create a "master" 3,2,1 slip that students can write down other students ideas from as we review the important concepts and questions from today. This will be collected as another form of assessment.Answer to Question for the Day: What are some experiments that contributed to the understanding of how plants carry out photosynthesis? What is the role of light and chlorophyll in photosynthesis? How do plants take light and essentially make food (glucose)? Review these questions with students probing them with questions until they can work their way to the answers.
Pre-Reading Strategy and Homework: Read pages 209-211. Strategy to Read: Title and Heading Predictions--
As students prepare to read the text silently, the teacher could demonstrate ways to prepare for reading. Before reading, the teacher could walk them through the chapter, demonstrating specific study skills. Model--“Here is what I do as I prepare to read a chapter. I look at the chapter title. What is it? I then ask myself what kinds of things might be included in this chapter and I make a prediction about what I think I might learn. Next, I read all the sub-headings, asking the same question. As I walk through the chapter, I look at pictures, graphs, tables, and charts. I read the captions under all of these.
When I have completed my initial survey of the chapter, I ask myself questions I might have about the topic. Now, I go back and read. At the end of each section, I stop and ask what I have learned, what is beginning to make sense, and what connections can I make? This strategy is detailed and in order for students to remember this I will show an excerpt from the text (from the section of text they will need to read that night) and model how to do this strategy. I will also always allow students to copy down the strategy from the overhead where I will present the strategy for that day and remind them that it will be posted online on Mr. O'Malley's website. Homework will be assigned when I go over what tomorrow's plan will be.
Tomorrow's Plan: I will explain the chromatography lab that students will be doing the next day. I will hand out a copy of the lab and the purpose, hypothesis, procedure and a copy of the data table will be assigned for homework. I will help students set up their notebook by having a sample blank notebook filled out on the overhead showing them the structure of how their notebook should look.
I like how you are establishing a ritual for opening and closing class.
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: